OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Integration of AI into Learning and Education: A Comparative Analysis of European and Ukrainian Experiences
No full textArtificial intelligence (AI) is transforming education by enabling personalised learning, innovative teaching, and administrative efficiency, yet it also raises ethical, legal, and equity concerns. This study examines the integration of AI in education across European countries and Ukraine, analysing national strategies, policy documents, and practical implementation cases. Using a qualitative comparative methodology, the research explores similarities and differences in AI adoption, regulatory frameworks, teacher training, and challenges. The findings indicate that European countries benefit from coordinated policies, substantial public investment, and structured teacher development programmes, promoting ethical and equitable AI use across all educational levels. In contrast, Ukraine exhibits fragmented adoption driven primarily by individual educators and institutions, and constrained by limited funding, insufficient training, legislative gaps, and the impacts of the ongoing conflict. The study highlights the need for strengthened regulation, enhanced infrastructure, and professional support to maximise AI benefits while safeguarding ethical standards. The results inform policy, pedagogy, and future research on AI's educational impact
Understanding User Satisfaction and Experience with C-DELTA
No full textThis report, present the analysis of the data gathered from the teacher users of the Commonwealth Digital Education Leadership Training in Action (C-DELTA) platform. The findings show that they were satisfied with the facilitation strategy, learning content, and quality of learning. Moreover, the participants appreciated the C-DELTA initiative because the platform not only enabled them to upgrade their skills but also improved their experiences as educators and created an opportunity for lifelong learning and digital citizenship. The feedback revealed that participants would continue not use the platform and recommend it to other teachers. They also offered suggestions to further improve the training by including new modules on topics such as artificial intelligence, virtual sessions for interactions, and recommended that more countries may be covered
Generative AI for Achieving Instructional Alignment in TVET: A Conceptual Framework and Case Study
No full textThis paper explores the application of Generative AI (Gen-AI) to achieve instructional alignment in Technical and Vocational Education and Training (TVET) and Open and Distance Learning (ODL) contexts. Drawing on a COL-funded project implemented at APU, Malaysia, the study presents a conceptual framework mapping Gen-AI capabilities to key instructional design functions. Through structured training and hands-on practice, 40 educators across Commonwealth nations developed AI-aligned lessons. Results indicate improved alignment, content authenticity, and instructional efficiency, particularly in asynchronous learning contexts. Challenges included digital literacy and ethical considerations. The study concludes with implications for policy, educator training, and further research, affirming Gen-AI’s transformative potential when thoughtfully integrated into skills-based education systems.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 501
Leveraging Technology-Enhanced Learning for Public Health Through a MOOC on Ayurveda Medicine: Initiative of the University of Mauritius
No full textIn Mauritius, the prevalence of non-communicable diseases (NCDs) poses significant public health challenges. To address this critical issue, the University of Mauritius launched a Massive Open Online Course (MOOC) on Ayurveda Medicine on Moodle. The 10-week course aimed to raise awareness and promote the adoption of sustainable, healthy practices rooted in Ayurveda's holistic principles of preventive healthcare and well-being. Designed to appeal to a heterogeneous audience, the course has attracted participants from varied educational, cultural, and professional backgrounds. The course was available free of charge to the general public who chose not to earn the credits, as part of the University of Mauritius community service initiatives.
This study examines the conceptualization, development, and implementation of the MOOC, highlighting how innovative digital pedagogy is used to impart traditional knowledge, and translate it into real-time public utility. The course's design strategies emphasized accessibility and inclusivity, given the heterogeneous audience. Findings from participants’ survey and reflective journals, indicated that the MOOC significantly increased participants' awareness of sustainable health practices, leading to behavioral changes aligned with Ayurveda's preventive health recommendations, as well as the development of digital skills to independently look for health-related information.
The findings underscore the transformative potential of technology-enhanced learning to address public health challenges in culturally diverse settings.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 545
Engaging Men as Allies in Advancing Women's Economic Empowerment in Rural Pakistan
No full textBedari's project, Empowering Women and Girls through Economic Skills, integrates literacy, vocational training, and entrepreneurship to enhance women's employability. A critical yet underexplored aspect of this initiative is the role of men in fostering women's financial independence and open education. Observations reveal that male support has led to transformative household dynamics, reducing financial stress for men while increasing women's empowerment and decision-making power. This study explores the experiences of men who actively encourage women's participation in income-generating activities and education. These success stories highlight changing mindsets, where traditional gender norms are being redefined, and families recognize the benefits of economic inclusivity. Men play a vital role in supporting women's access to open education by promoting lifelong learning and advocating for inclusive educational spaces within their communities. The research employs a qualitative methodology, including in-depth interviews with men engaged in the project and focus group discussions (FGDs) with women beneficiaries. Through interviews, men share their motivations, challenges, and evolving perspectives on gender roles, illustrating their journey from passive observers to active allies. FGDs provide a comprehensive understanding of the women's lived experiences, detailing how male support influenced their economic participation and educational aspirations. By capturing these voices, the study presents a holistic picture of shifting gender dynamics in rural Pakistan. The session will present key insights, including personal testimonies, qualitative analysis of male allyship, and strategies for fostering inclusive economic and educational initiatives. Participants will engage in discussions on best practices for sustainable, gender-transformative programs. This initiative aligns with the PCF11 sub-theme, demonstrating how changing mindsets through community engagement can create pathways for inclusive education and economic empowerment for women. By highlighting the role of men in advancing gender equality, the study offers a replicable model for integrating male allyship into open education and economic empowerment programs worldwide.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 131
Exploring Students' Perspectives on Online Proctoring: Benefits, Challenges, and Impacts on Digital Assessment Practices at the University of Mauritius
No full textWith the rapid expansion of online education, the University of Mauritius (UoM) has introduced an online proctoring tool on a one-year trial basis to support remotely conducted assessments and to ensure academic integrity. While such tools aim to prevent cheating and promote fairness, they also present unique challenges for students. This study explores the perceptions of full-time undergraduate students regarding the tool’s implementation and its implications for blended/online learning environments. Using an exploratory qualitative survey, the research gathers insights into students’ experiences, including benefits, challenges, accessibility, ease of use, and comparisons with traditional assessments. As UoM’s first encounter with a proctoring tool in an academic setting, the research emphasizes understanding practical implications over statistical precision. The online survey consisted of 12 questions addressing students’ overall experience, specific feedback on proctoring features, and general impressions. The findings aim to provide guidance for students, academics and technical staff, facilitating effective adoption of online proctoring tools by addressing associated complexities. This research adds to the growing discourse on integrating proctoring technologies in higher education, contributing to the evolving landscape of digital assessments in higher education.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 237
Sustaining Impact: Scaling in Community-Based Innovations from the Girls Inspire Project in Tanzania
No full textThis article looks at girls and young mothers as the victims of Child, Early and Forced Marriages (CEFM), and how their wellbeing and livelihoods were sustained through the “Girls Inspire” project in Tanzania under the Commonwealth of Learning. It explores how this socio-economic empowerment project has brought about positive changes in the lives of girls and women seven years after it ended. Qualitative data from in-depth interviews and focus group discussions were collected from February 2022 to December 2023 with 70 Girls Inspire beneficiaries aged 17 – 32 who were purposively and randomly selected from the five districts of Bahi and Kongwa (Dodoma region), Karambo and Nkasi (Rukwa region) and Ruangwa (Lindi region). Other data were obtained through reviewing reports regarding the status, designs and implementations of Girls Inspire intervention. The findings show that these girls and young women benefited by becoming more literate and acquiring entrepreneurial skills they could apply to ensuring that they received an income, thereby sustaining their socio-economic development. They used these skills to make soap, produce batik fabrics and process food. The project aligned with national policies and legal frameworks, ensuring commitment and access to financial opportunities and support for girls and young mothers to improving their livelihoods. The scaling-in of women's empowerment interventions, which involves deeper integration into system or communities rather than expansion in size or geography, would ensure the sustainability of many projects, such as Girls Inspire, which are crucial for achieving Sustainable Development Goal number 5 on gender equality, women's empowerment and social-wellbeing.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 312
Transformative Approaches to Inclusive Open Education for Marginalized Communities
No full textInclusive education is a vital component of equitable development, particularly in the context of Open and Distance Learning (ODL). The current study focuses on the inclusion of marginalized communities, namely transgender individuals, people living with HIV (PLHIV), prison inmates. These groups face social stigma, limited access to resources, and systemic exclusion from mainstream education. This research aimed to explore not only the challenges faced by these groups but also to identify transformative approaches that can foster their participation and success in open education systems. Using a quantitative approach, the research will administer structured questionnaires to gather empirical data on access challenges and inclusive education practices. This paper advocates for rethinking educational models to promote dignity, empowerment, and equal opportunity. The findings shed light on the necessity of structural changes, policy interventions, and pedagogical innovations that can bridge the gap between exclusion and opportunity. By proposing actionable strategies tailored to each group's unique needs, this research contributes to the broader discourse on educational equity and transformation within ODL frameworks.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 282
Master’s Degree Students’ Perspectives on Heutagogy: Self-Directed Learning in the Context of Education 3.0 and 4.0
No full textThe digitalisation of education has accelerated the transition toward heutagogical approaches, particularly in postgraduate education, fostering learner autonomy and self-directed learning. This study investigates how Master’s degree students perceived and engaged with the principles of Education 3.0 and Education 4.0, focusing on their awareness, self-development practises, and attitudes toward heutagogical principles. The survey involved 149 Master’s students from four Kazakh universities, using a questionnaire structured into two blocks: self-assessment of engagement in self-development and evaluation of heutagogical principles. The findings demonstrate that the majority of students recognised the importance of self-directed learning, with 79.2% consistently engaging in self-development and 88.59% supporting the principle of “knowing how to learn as a key skill.” However, mixed responses to other principles, such as “learning goes beyond specific disciplines,” reveal varying degrees of acceptance of heutagogical approaches. The study highlights the need to balance heutagogical frameworks with traditional educational methods to address students' diverse learning preferences. The theoretical part connects the concepts of Education 3.0 and 4.0 with the development of self-directed learning and its integration into digital education. The results suggest that further exploration of heutagogical approaches in postgraduate education is necessary, including the design of Massive Open Online Courses (MOOCs) to support heutagogical principles and Education 4.0 practices
Technology Integration in African ODL: Bridging Gaps with a Contextualised Technogogy Framework
No full textTechnology continues to revolutionise education, a fact highlighted during the COVID-19 pandemic and further amplified by the advent of artificial intelligence (AI). A significant gap remains in effectively integrating technology with pedagogy and content, an issue addressed by frameworks like TPACK. However, critical gaps persist in the context of African Open and Distance Learning (ODL) institutions. This study utilises the SCISPACE AI tool to conduct a systematic review of existing literature, employing key terms such as ‘Technogogy’, ‘Technogogy and ODL’, ‘Technogogy and African ODL’, and ‘Pedagogy, Andragogy, Heutagogy and ODL’. The subsequent analysis of the top 100 papers for each term yielded a total of 400 studies, revealing notable deficiencies, including inadequate foundational infrastructure for ODL implementation, the prevalence of traditional teaching practices and a lack of research on the cultural adaptation of TPACK frameworks in Africa. To fill this void, this study proposes a Technogogy framework. While the term 'technogogy' appears in existing literature, it is often loosely used. Thus, this study operationalised Technogogy as an agile, contextually-sensitive framework that effectively integrates instruction and technology while considering the unique African environmental factors and the critical need for ethical AI deployment, including the mitigation of algorithmic bias. Adoption of the proposed framework has enduring implications on teacher motivation and awareness, cultural adaptation of educational frameworks and impact of AI use.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 548